​Children with Disabilities are Often Marginalized in Society

Children with disabilities are forgotten by the mainstream population, education officials, and world leaders. There has been no effective policy addressing the needs of the disabled and providing them access to quality education. Especially children with disabilities in developing countries are suffering from discrimination with no source of help, as they are dropping out of school after being excluded. World leaders need to be empathetic and create policies that ensures all children, despite their age, gender and disability can exercise their basic human right to learn without facing discrimination. The issue of discrimination to these children emphasize once again the importance of quality education systems being instilled to meet the needs of children with

Since the government decided inclusions of the special needs children in a regular classroom, the general education teachers shall be mandated to study how to cope and deal with these children with disabilities. The government perhaps should provide additional training to these teachers. Schools aren’t equipped, teachers are not trained to handle children with such different

Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities. A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights. In the school setting there are “special” classrooms for students with disabilities in order to help them learn. When there is inclusion in the classroom there is normally a special education teacher as well as a general education teacher to help the students that have disabilities. This paper discusses research from articles about intergrating inclusion in school and also a biblical perspective .

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

…“Children with disabilities should be educated in the most open and normal environment possible (the least restrictive environment); when needed, evaluations, diagnose, and treatments should be done without stigmatization and discrimination.”… (Pg. 176)

Special education (SE), according to McCarthy, Dyer and Hunter (2002) differs from the education which is provided to all students enrolled in Australian schools. They state, the main principles of inclusive education are that barriers to inclusion and marginalisation are removed or reduced and that the key ideas of SE focus on in-class support and whole school practice. Despite there being no unified definition of what inclusion looks like, the Federal government, via the State governments requires all students have access to a minimum standard of education, outlined in the Australian curriculum documents. (Australian Curriculum, Assessment and Reporting Authority, 2014). However, some children cannot access the curriculum, therefore educators must provide access to learning which will support all students in achieving success (Heward, 2009). Just as each person is an individual, it stands that their learning needs are unique, leading to the development and delivery of learning programs and spaces which reach those exceptional students (Brady & Scully, 2005).

Throughout the years the value of partaking children with disabilities into the general education classrooms have varied, especially taking in regard to teacher variables. In today’s times, teachers have more of an open mind when it comes to the inclusion of children with disabilities in their classrooms. However, teachers in the previous generations struggled with the incorporation

I used to cry when my father took me there. I didn’t feel like I was like the other children” (Human Rights Watch). Balkumari is a young woman with a physical disability that makes her have a difficult time walking. Her father did not let her attend school until she was 11 years old. She did not like the school because she felt that she did not belong there. This is because the kids in her school felt uncomfortable around her, which probably led them to turn away from her and make her feel like she did not belong there. The kids were not around her enough to get to know her personally, instead of knowing her for her disability. Looking at this story, it shows that we need to integrate disabled and nondisabled students together, so they can get to know each other and get to know their personalities, instead of looking at them for the tasks that they are limited to doing. Overall, it is clear to see that the third reason not enough is being done for disabled children to be accepted by nondisabled children is because disabled and non-disabled kids still do not feel comfortable talking to one another because they are not around each other

because it may be very controversial for any group of people that may offend them. But most ethicists will believe in one broke down definition. Ethicists will say that morality is how we are supposed to live and why. Furthermore, most people believe in three moral principles; you should not use people for your own personal gain, you should not kill to save someone else, and that every life is sacred. Because there can’t be one definition of what morality is many people argue about many ideas and things making it very controversial. Like in this book a controversial topic may be about handicapped children and how they have to be handled.

The exclusion of any child makes a strong case for questioning and addressing a need for change in any education systems. All three countries have different and unique needs. However, many of the issues they need to address are similar. Promoting social change through improving the access to equitable education is the only way we can reduce the social inequalities and injustices throughout the world. All three countries need to; improve their process of identifying children with special needs, raise awareness and acceptance, improve inclusion practices and provide the needed resources to ensure an equitable inclusive education. When developing their programs, they all need to consider multiple teaching approaches and provide proper

In order to protect the rights of children with disabilities there have been many legislative acts since the 1960’s. One of these is the American with Disabilities Act which was passed in 1990 in an attempt to provide equal opportunities to people with disabilities (American, 2010). Children with disabilities are guaranteed the same access to education as children who do not have disabilities thanks to the Individuals with Disabilities Education Act (IDEA) (Motwani, 2007). Under IDEA, students can get the early intervention and special education services that they need in order to be successful in school (Motwani, 2007). Also, children will receive a “free appropriate public education (FAPE) in the least restrictive environment (LRE)” (Wright

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

In the article, Cultural Beliefs and Attitudes about Disability in East Africa, reported many East African communities had varied beliefs about where disabilities come from such as punishment for misdeeds, to Christian based views of divine intervention, to medical explanations as well as sometimes a combination of any of the three. What was interesting was a common theme found in regards to their value frequently fell to the ability to contribute to the community and/or to fit in to social norms (social development). This seemed to be more common in the rural areas. In other more urban areas, the complete opposite was found. Education was denied to families with children who had disabilities, work opportunities were also denied to them. The report further states “there is more compelling evidence that individuals with disabilities in East Africa continue to be excluded from schools and opportunities for work, virtually ensuring that they will be live as the poorest of the

Prior to the 1990’s Special Education was entirely in the hands of religious orders. In the mid 1980’s the worldwide push highlighting the need to integrate children with special

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and